A mixed-methods study of the feasibility and acceptability of experiential video-based coursework in professional psychology training

Abstract Background Health sciences education faces a paradox. Students need exposure to interpersonally complex and realistic learning situations to develop professional competencies, yet educational institutions must also safeguard patient safety by ensuring that students have reached a threshold level of competence before being exposed to high-risk clinical learning situations. There is therefore a need to expand learning opportunities that narrow the gap between low-risk classroom learning and high-risk clinical learning. Technology-supported experiential learning represents one potential approach. Purpose This study examined the feasibility and acceptability of a newly developed experiential video-based coursework assignment in professional psychology training using a mixed-methods design. Methods A mixed-methods evaluation was conducted with first-year professional psychology students who had completed the coursework as part of their training. Quantitative data consisted of students’ ratings of perceived usefulness, realism, level of difficulty, technical functionality, and recommendations regarding future use of the coursework. Qualitative data were collected through open-ended survey questions exploring students’ experiences of the usefulness of the coursework, perceived strengths and limitations, technical challenges, and suggestions for further development. Results A total of 101 of 113 eligible students participated. Students generally perceived the coursework to be useful for their learning and professional development, and the simulated patient videos were experienced as realistic and appropriately challenging for their level of training. All respondents recommended keeping the coursework as part of the training program. Qualitative findings suggested that students valued early engagement with the professional role and opportunities for reflection on personal and professional development. At the same time, students identified several technical challenges that affected their experience of the coursework. Conclusions The findings suggest that experiential video-based coursework is both feasible and acceptable as a supplementary learning activity in professional psychology training. The evaluation also identified important technical obstacles that should be addressed in further development of the coursework. Future research should examine whether completion of this type of coursework is associated with improvements in clinically relevant competencies and learning outcomes.